Frafall i utdanning for 16–20 åringer i Norden

Markussen, Eifred

doi:10.6027/tn2010-517

Cited by 41 publications

(35 citation statements)

References 3 publications

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“…There is a clear link between poor mental health, dropping out of upper secondary education, weak connections to ordinary working life and the probability of becoming and remaining dependent on the public welfare system in the Nordic region (Albaek, Asplund, Simson & Vanhala 2014;Hultquist 2015;Markussen 2010;Olsen & Tägtström 2013). For OECD member nations, mental disorders constitute the single largest determinant of disability benefits in their populations (Albaek et al 2014;OCED 2010).…”

Section: The Situation For Excluded Young People In Iceland the Faromentioning

confidence: 99%

Excluded Youth in Iceland, the Faroe Islandsand Norway

Anvik¹,

Waldahl²

2017

Nordisk välfärdsforskning | Nordic Welfare Research

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In the Nordic countries, there are increasing concerns for the growing number of young people who are in neither education nor employment who are simultaneously struggling with mental health issues. These are challenges that cut across different welfare policy areas. This article is based on experiences from the youth group and the challenges they describe in their everyday lives, as well as accounts from public authorities and the welfare services in Iceland, the Faroe Islands and Norway. The article is based on qualitative interviews with 22 young people and 58 practitioners within the welfare authorities and services in Norway, Iceland and the Faroe Islands, conducted in 2014 and 2015. The authorities and service areas represented are public employment services, education, social services and health. The young people that are included in the study have in common that they have not completed (or never started) education, they have weak or no ties to the employment market and most also articulate having mental health challenges. In the article, we discuss how the services' specialized silo organizations limit their ability to attend to the complexity of problems characterizing this group. Our findings show that the authorities of the three countries only to a limited extent coordinate their policies and services to this group of young people. Those who are capable of attending to the complex needs of the youth are, rather, individual actors, so-called enthusiasts, working closely around the youth and in extensive collaboration with other services.

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Section: The Situation For Excluded Young People In Iceland the Faromentioning

confidence: 99%

Excluded Youth in Iceland, the Faroe Islandsand Norway

Anvik¹,

Waldahl²

2017

Nordisk välfärdsforskning | Nordic Welfare Research

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“…Det finnes store forskjeller i frafallsprosenten mellom studieretninger, regioner og elever med ulike sosioøkonomiske karakteristika. Ifølge Markussen (2010) er det bare Norge og Island som har gjennomført omfattende, representative, kvantitative og longitudinelle studier av frafall som kombinerer ulike typer data. Både norsk og islandsk forsking viser at forklaringene på hvorfor unge velger å bryte videregående opplaering er både individuelle, institusjonelle og kontekstuelle.…”

Section: Kunnskapsstatus -Hva Vet VI Om 8-13-skoler?unclassified

“…Både norsk og islandsk forsking viser at forklaringene på hvorfor unge velger å bryte videregående opplaering er både individuelle, institusjonelle og kontekstuelle. Frafall i videregående skole kan ses som sluttpunktet på en prosess som har startet tidlig i de unges liv (Markussen 2010).…”

Section: Kunnskapsstatus -Hva Vet VI Om 8-13-skoler?unclassified

“…Men for å forankre sin nytolkning i vitenskapsbaserte innsikter kan Stangenes 8-13-skole støtte seg til både norsk og islandsk forsking som viser at forklaringene på hvorfor unge velger å bryte videregående opplaering, er sammensatt av både individuelle, institusjonelle og kontekstuelle faktorer. Frafall i videregående skole kan ses som sluttpunktet på en prosess som har startet tidlig i de unges liv (Markussen, 2010). Å starte i forkant, før videregående skole, er en praktisk implikasjon som harmonerer med funn fra de islandske og norske studiene.…”

Section: Diskusjonunclassified

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Kapittel 12: Minste felles multiplum

Halvorsen¹,

Råsberg²

2017

Immateriell Kapital

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“…Markussen (2010), for instance, reviews studies measuring drop-out rates for the Nordic countries. He thereby emphasizes the lack of comparable information across countries, which is due both to different conceptual issues and differences across countries in the organization of secondary education.…”

Section: Drop-out and Completion Rates For Secondary Educationmentioning

confidence: 99%